Baccalaureate Attainment of College Students at 4-Year Institutions as a Function of Student Engagement Behaviors: Social and Academic Student Engagement Behaviors Matter

Autor/in	Flynn, Daniel
Titel	Baccalaureate Attainment of College Students at 4-Year Institutions as a Function of Student Engagement Behaviors: Social and Academic Student Engagement Behaviors Matter
Quelle	In: Research in Higher Education, 55 (2014) 5, S.467-493 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-013-9321-8
Schlagwörter	College Students; Bachelors Degrees; Educational Attainment; Colleges; Learner Engagement; Interpersonal Relationship; Academic Persistence; Longitudinal Studies; Regression (Statistics); Student Behavior; Beginning Postsecondary Students Longitudinal Study + Suchen Sie Ihr Suchwort? Collegestudent; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsabschluss; Bildungsgut; College; Hochschule; Fachhochschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Student behaviour; Schülerverhalten
Abstract	Vincent Tinto originally asserted, "… it is the individual's integration into the academic and social systems of the college that most directly related to his continuance in that college" (Tinto, "Review of Educational Research" 45(10): 89-125, 1975), yet the rates of college degree attainment are still stagnant. Institution-level research on student engagement indicates that both types of engagement contribute to increased student persistence and degree attainment. Research has prompted going beyond institutional-level data and calls for using of nationally representative, longitudinal data to addressing engagement. Using the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and logistic regression, this study finds that both academic and social student engagement behaviors significantly impact degree attainment in postsecondary education net of individual and institutional factors. Interaction analysis of the two different types of engagement finds that the impact is not additive but instead is differential and dependent upon the student's engagement typology as proposed by Coates ("Assessment and Evaluation in Higher Education" 32(2): 121-141, 2007). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10